School Counselors as Social Justice Leaders

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877360 ◽  
Author(s):  
Jennifer J. Betters-Bubon ◽  
Jennifer W. Schultz
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
School Counselor ◽  
Community Partnership ◽  
Abstract Concept ◽  
Latino Student ◽  
Post Hoc Analysis ◽  
Latino Student Achievement ◽  
Post Hoc ◽  
Leadership Dimensions

Teaching and Reaching Every Area (TAREA) is a comprehensive school–family–community partnership designed to increase Latino student achievement. The authors use action research to describe how a school counselor developed TAREA and post hoc analysis to provide examples of social justice and systemic collaboration leadership dimensions. The authors detail parent, staff, and student engagement outcomes. Throughout, they transform the abstract concept of leadership into concrete steps for school counselor advocacy and action.

“So I Went Out There”: A Phenomenological Study on the Experiences of Rural School Counselor Social Justice Advocates

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700
Author(s):  
Lee Edmondson Grimes ◽  
Natoya Haskins ◽  
Pamela O. Paisley
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
School Counselor ◽  
Phenomenological Study ◽  
Rural School ◽  
Future Research ◽  
Community Resources ◽  
Marginalized Groups ◽  
The Stability

This phenomenological study explored the experiences of rural school counselors as social justice advocates. The first author interviewed seven participants in their respective communities and identified five themes, including both positive and negative elements: the stability of place, community promise, mutual reliance, professional and personal integration, and a focus on individuals. The authors include implications for practice and future research on the ways that rural school counselors can use community resources to advocate for marginalized groups of students.

School Counselors’ Strategies for Social Justice Change: A Grounded Theory of What Works in the Real World

2010 ◽  
Vol 13 (3) ◽  
pp. 2156759X1001300 ◽  
Author(s):  
Anneliese A. Singh ◽  
Alessandra Urbano ◽  
Meg Haston ◽  
Eleanor McMahan
Keyword(s):  
Social Justice ◽  
Grounded Theory ◽  
School Counselors ◽  
School Counselor ◽  
Power Structures ◽  
Self Advocacy ◽  
School Communities ◽  
Counselor Role ◽  
Difficult Dialogues ◽  
Using Data

A qualitative study used a grounded theory methodology to explore the strategies that 16 school counselors who self-identified as social justice agents used to advocate for systemic change within their school communities. Findings included seven overarching themes: (a) using political savvy to navigate power structures, (b) consciousness raising, (c) initiating difficult dialogues, (d) building intentional relationships, (e) teaching students self-advocacy skills, (f) using data for marketing, and (g) educating others about the school counselor role of advocate.

Forecasting an Inclusive Future: School Counseling Strategies to Deconstruct Educational Heteronormativity

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Molly M. Strear
Keyword(s):  
Social Justice ◽  
Queer Theory ◽  
School Counseling ◽  
School Counselors ◽  
Delphi Study ◽  
School Counselor ◽  
Counselor Educators ◽  
Critical Discourse ◽  
Social Justice Advocacy ◽  
Future School

This Delphi study engaged a panel of 14 school counselor educators and school counselors in a critical discourse to generate school counseling strategies to deconstruct educational heteronormativity. This study resulted in 51 school counseling strategies that school counselors can employ to deconstruct educational heteronormativity. This article also provides an introduction to heteronormativity and queer theory to demonstrate how school counselors can engage in social justice advocacy through intentional practice.

scholarly journals A Social Justice Approach to School Counseling

2011 ◽  
Vol 3 (1) ◽  
pp. 74-85 ◽  
Author(s):  
Dana Griffin ◽  
Sam Stern
Keyword(s):  
Social Justice ◽  
Academic Success ◽  
Leadership Development ◽  
School Counselors ◽  
Low Income ◽  
School Counselor ◽  
Social Justice Advocacy ◽  
Counselor Educator ◽  
Working Together ◽  
Health Counselor

Based on the 2010 Multicultural-Social Justice Leadership Development academy presentation, this article focuses on how school counselors can collaborate with critical stakeholders to help mitigate barriers to academic success for low-income students and students of color. The overarching goal of the presentation was to define social justice, collaboration, and present a multicultural-social justice approach to school-family-community collaboration. The presenters were two school counselor educators, a mental health counselor educator, and a college/university counselor educator who all believed in the necessity of working together in order to help promote academic achievement for all students. In this article, barriers to social justice advocacy, strategies for implementing a social justice framework, and implications for school counselor practice and research are discussed.

Leadership Practices Linked to Involvement in School–Family–Community Partnerships

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1876189 ◽  
Author(s):  
Julia A. Bryan ◽  
Anita Young ◽  
Dana Griffin ◽  
Cheryl Holcomb-McCoy
Keyword(s):  
School Counselors ◽  
Leadership Practices ◽  
School Counselor ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Community Partnerships ◽  
School Counselor Leadership ◽  
Leadership Dimensions ◽  
Collaborative Climate ◽  
And Training

Using the School Counselor Leadership Survey and the School Counselor Involvement in Partnerships Survey, this study of 546 school counselors explored which of the 5 school counselor leadership dimensions were associated with involvement in school–family–community partnerships. A hierarchical multiple linear regression analysis revealed that the leadership dimension that predicted counselor partnership involvement was systemic collaboration along with self-efficacy and role perceptions about partnerships, collaborative climate, and principal expectations. The authors discuss practice and training implications for school counselors.

Introduction to the Special Issue

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877298
Author(s):  
Anita A. Young ◽  
Colette T. Dollarhide
Keyword(s):  
Social Justice ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Social Justice Leadership ◽  
Special Issue ◽  
American School Counselor Association ◽  
American School ◽  
School Counseling Programs

In this introduction article to the special issue of Professional School Counseling on “School Counseling Leadership in Practice,” the guest editors advance the next evolution of school counseling leadership by presenting a compilation of research, conceptual, and practitioner articles. The special issue emphasizes how school counselors can lead efforts endorsed by the American School Counselor Association Mindsets & Behaviors, examines ways social justice leadership is manifested in school counseling programs, and explores new leadership paradigms.

Abstract #295 GLP-1 Receptor Agonists and Death From Any Cause in Elderly Patients with Type 2 Diabetes Mellitus: A Post-Hoc Analysis

2018 ◽  
Vol 24 ◽  
pp. 80-81
Author(s):  
Konstantinos Toulis ◽  
Krishna Gokhale ◽  
G. Neil Thomas ◽  
Wasim Hanif ◽  
Krishnarajah Nirantharakumar ◽  
...  
Keyword(s):  
Diabetes Mellitus ◽  
Type 2 Diabetes ◽  
Type 2 Diabetes Mellitus ◽  
Elderly Patients ◽  
Post Hoc Analysis ◽  
Receptor Agonists ◽  
Post Hoc

Abstract #245 Efficacy and Safety of Semaglutide in Elderly Subjects with Type 2 Diabetes: A Post Hoc Analysis of the Sustain 7 Trial

2018 ◽  
Vol 24 ◽  
pp. 51-52
Author(s):  
Vanita Aroda ◽  
Danny Sugimoto ◽  
David Trachtenbarg ◽  
Mark Warren ◽  
Gurudutt Nayak ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Elderly Subjects ◽  
Efficacy And Safety ◽  
Post Hoc Analysis ◽  
Post Hoc

Response-Specific Scalp Distributions in Deception Detection and ERP Correlates of Psychopathic Personality Traits

2004 ◽  
Vol 18 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Antoinette R. Miller ◽  
J. Peter Rosenfeld
Keyword(s):  
Deception Detection ◽  
Event Related Potential ◽  
Psychopathic Personality ◽  
P300 Amplitude ◽  
Group Differences ◽  
Post Hoc Analysis ◽  
P300 Component ◽  
Psychopathic Personality Inventory ◽  
Post Hoc ◽  
First Time

Abstract University students were screened using items from the Psychopathic Personality Inventory and divided into high (n = 13) and low (n = 11) Psychopathic Personality Trait (PPT) groups. The P300 component of the event-related potential (ERP) was recorded as each group completed a two-block autobiographical oddball task, responding honestly during the first (Phone) block, in which oddball items were participants' home phone numbers, and then feigning amnesia in response to approximately 50% of items in the second (Birthday) block in which oddball items were participants' birthdates. Bootstrapping of peak-to-peak amplitudes correctly identified 100% of low PPT and 92% of high PPT participants as having intact recognition. Both groups demonstrated malingering-related P300 amplitude reduction. For the first time, P300 amplitude and topography differences were observed between honest and deceptive responses to Birthday items. No main between-group P300 effects resulted. Post-hoc analysis revealed between-group differences in a frontally located post-P300 component. Honest responses were associated with late frontal amplitudes larger than deceptive responses at frontal sites in the low PPT group only.

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